Práticas discursivas de estudantes no Facebook e em blogs: do ciberespaço à escola

Abstract

The new technologies of information and communication (ICT) are already part of the reality of a large quantity of people. Even those economically disadvantaged, read, write, enjoy and communicate on the , including our students. However, many web educators argue that these students have no interest in reading and writing. Generally, the readings and texts produced by these students in cyberspace are disregarded or ignored in school. In this context, our work proposes to understand how discursive/ textual genres read and / or produced by students in cyberspace are configured, and not only that, it seeks to reflect on the possibilities of entering school genres, discourse (s) and language (s) produced on the Internet, not only from its recontextualization in school as criticizes Bernstein (1996), but in addition, understanding these genres and any chance they carry as means for interaction and for the production of various senses. Based, mainly, on the considerations of Bernstein (1996), Bakhtin (1992, 2006, 2008) and Critical Discourse Analysis of Fairclough (2001), the objectives of this dissertation are: (1) identify recurring features present in the discursive/ textual genres with which our students attending two public schools, with aged between 12 and 19 years, are in contact on the web, and seek (2) contribute to the incorporation of these genres by the school, discussing and reflecting on their own students about ways they can be tracked to the school, somehow encompasses the genres circulating on the Internet, without leaving aside the genres has worked in the school environment